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As part of a four year professional development program centered on increasing cultural responsiveness at Brigham Young University, special education faculty members conducted interviews with teacher candidates who had completed the special education program. The interviews primarily focused on the candidates' experiences during their time in the program. The interviews were audio and/or videotaped and transcribed verbatim. The transcriptions were then analyzed using the inductive analysis design for qualitative research (Hatch, 2002). The candidates expressed what types of learning activities as well as what professors did or did not do that helped them to be successful. Also emerging from the interviews were suggestions that would benefit future culturally and linguistically diverse candidates. The suggestions were directed toward what professors can do as well as changes that can be made in the overall program. The professors' ability to accommodate for language needs, the relationships between teacher candidates and professors, and the learning environment were most common areas of improvement for professors.

Parents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students' education, the importance of parental involvement is readily acknowledged. Confusing to both parents and educators is what constitutes parental involvement. The research revealed numerous definitions for the term, but none that were universally agreed upon. This lack of a clear delineation of roles has both parties struggling to make sense of their separate and joint responsibilities. Add to this confusion the complex issues surrounding linguistic and cultural diversity and both sides become mired in their differences rather than building upon their commonalities. Barriers to parental involvement can come from the family as well as the school. The purpose of this study was to examine those barriers from the perspective of educators as well as parents. A convenience sample was taken from the population of elementary schools in a Central Florida county. Parents of students from ethnic minorities were asked to complete a survey questionnaire regarding their experiences with the classroom teacher as well as involvement in their child's education. Elementary school teachers from the same county were given the opportunity to respond to an online survey questionnaire regarding their attitudes about cultural and language diversity and parental engagement at school and with learning. Five hundred and fifty parent surveys and one hundred sixty-six teacher surveys were completed. The data analysis will show which factors influence parent involvement and how similarly parents and teachers feel about parent involvement.

The literature surrounding children's language attitudes has blossomed in recent years, but little is known about modern children's attitudes toward ethnic varieties of English. In addition, little is known about what factors may influence these attitudes. Here I investigate the language attitudes of children in kindergarten through third grade. These children in South Central Idaho have considerable experience with Spanish-accented English (SPE), but very little real-world experience with African American English (AAE). White, Latinx, and biracial participants were asked to evaluate samples of Standard American English (SAE), AAE, and SPE in relation to each other on scales of both status and solidarity. The status measure used a ladder task modified for children, and the solidarity task used a friendship-preference task and asked which variety the participant thought sounded like them. On the status task, children were more likely to rank SAE than SPE as the highest, and were more likely to rank SPE than SAE as the lowest. Native speakers of English were more likely than English language learners (ELLs) to rank SPE as the highest pick. Moreover, the reasons participants gave for their choices on the status task were found to be more positive and less negative for SAE than for either AAE and SPE. For the solidarity tasks, it was found that SAE was more likely to be chosen than both SPE and AAE as the variety that sounded like the participant, and ELLs responded similarly to native speakers. For the friendship-preference task, participants were more likely to choose SAE than AAE. Participants' race and grade level were not statistically significant factors for either the status or solidarity tasks. These findings add to the knowledge of the current state of American children's language attitudes and suggest that modern children have definite attitudes and beliefs about the different varieties, even varieties with which they have little real-world exposure. Additionally, this research confirms previous results that children prefer native, standard speakers to foreign-accented speakers as potential friends.

This study consisted of an online survey of members of the National Art Education Association Elementary Division in which 29 participants answered questions related to their instruction of English language learners in the elementary art classroom. Four participants participated in follow-up interviews as the researcher sought to answer the research questions: What pedagogical and curricular adaptations in the art classroom may be effective strategies for teaching English language learners? What are the perceived challenges of having a linguistically diverse art classroom? Participants offered a variety of pedagogical adaptations but suggested few curricular adaptations. Participants revealed challenges related to their teacher preparation and efforts to communicate clearly with students. The findings of the study also raise concerns that the needs of English language learners may not be recognized or met due to some educators’ lack of awareness of cultural differences and the assumption that art is a universal language.

La Turquie, avec une population avoisinant les 75 millions d'habitants et abritant pas moins de quarante-sept groupes, de taille variable, de nature "ethnique", "religieuse" ou "linguistique", conserve une structure sociale et culturel multiethnique et multilingue.Le projet de construction de la nation turque, déclenché dans les années 1930, visait à créer une singularité culturelle et linguistique en conformité avec l'idéologie de l'État nation. La candidature de la Turquie à l'Union européenne ainsi que l'ouverture de son économie au marché international invite désormais la Turquie à modifier des perspectives, en s'engageant dans une politique de convergence avec l'Union européenne dans plusieurs domaines parmi lequel figure la gestion de la diversité linguistique. En prenant acte de l'importance de la diversité linguistique dans une Europe multilingue, le Conseil de l'Europe et l'Union européenne ont opté pour une politique en faveur de la diversité linguistique qui a pour objectif la valorisation et le développement d'une éducation plurilingue comprenant la langue nationale, les langues étrangères ainsi que les langues régionales et minoritaires. Cette recherche se donne pour objectif de caractériser la gestion de la diversité linguistique en Turquie et de décrire l'évolution des politiques linguistiques mises en œuvre sur le plan législatif, éducatif et culturel. Ceci en ce qui concerne la langue turque, les langues étrangères et les langues régionales et minoritaires, dans une vision holistique. / Turkey, with a population reaching 75 million people, consists of more than forty seven ethnical groups in different sizes varying in terms of religion, language and race. Inthe 1930s, a policy aiming single language and single culture was adopted within the scope of the efforts to build the "Turkish nation" due to the nation-state ideology. Turkey, which opened its economy to international markets and became a candidate to European Union in the 1990s, has guaranteed to make changes in many areas within the framework of the programme for alignment with the European Union acquis. The management of linguistic diversity also takes place among these promises.The Council of Europe and European Union, which amphasize the importance of linguistic diversity in multilingual Europe, have adopted an approach supporting multilingualism. It is aimed to assess the official language, foreign languages, regional an minority languages within a multilingual education system through the adopted policy. The aim of this research is to examine the development of the linguistic policies in Turkey ine the fields of education, legislation and culture through a holistic approach including the Turkishlanguage, foreign languages, regional ans minority languages by discussing the management of the linguistic diversity in Turkey.

Public school educators strive to address a variety of student needs. Factors such as poverty, trauma, Limited English Proficiency, and the presence or risk of disabilities contribute to students' learning profiles and require educators to rely on the best practices of an interwoven network of specialists so that they can meet these needs. Utilizing a Participatory Action Research (PAR) approach, aimed at fostering school improvement and collaborative research, this study paints an in-depth, holistic cultural portrait of a diverse PreK-5 elementary school in the mountains of northern New England. The lead researcher collaborated with the leadership of the school with the goal of creating a more inclusive learning environment. The school studied is unique in that the arts are used as a vehicle for instruction and inclusion of students from diverse backgrounds, including students with disabilities. The study weaves together feminism, ethnography, arts integration, and disability studies to explore the potential multiple benefits of arts-based instruction and a social skills curriculum for meeting the needs of diverse learners. Through interviews, observations, document review, and reflective journaling, the study collaboratively explores the beliefs and practices of three interrelated micro-cultures within the school: school leaders, classroom teachers, and parents. This study -- conducted over the course of one school year -- provides a snapshot of how one unique school community worked to create an inclusive learning environment through arts integration and a social skills curriculum. Additionally, it documents the benefits and challenges of a PAR approach to supporting and sustaining school-wide change.

Submitted by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-05-30T14:22:34Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) LYGIA_DE_LIMA_SOUZA_DISSERTAÇÃO -PPGL-UFAM.pdf: 1802615 bytes, checksum: 0382c2f44256e81cb9a3814c21cfe6c8 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-05-30T14:22:54Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) LYGIA_DE_LIMA_SOUZA_DISSERTAÇÃO -PPGL-UFAM.pdf: 1802615 bytes, checksum: 0382c2f44256e81cb9a3814c21cfe6c8 (MD5) / Made available in DSpace on 2018-05-30T14:22:54Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) LYGIA_DE_LIMA_SOUZA_DISSERTAÇÃO -PPGL-UFAM.pdf: 1802615 bytes, checksum: 0382c2f44256e81cb9a3814c21cfe6c8 (MD5) Previous issue date: 2018-07-05 / FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas / Portuguese language teaching has been the subject of discussion for decades, but despite all the changes that have occurred (or should have occurred), the debate about the quality of teaching, the difficulties of students and teacher's training has not stopped. In this work, I bring some pertinent considerations in analyzing this situation, but I hold my gaze to the teacher, especially in relation to academic training, continuing education and the pedagogical and documentary input received from the institution for its pedagogical practice, And the teaching of Portuguese. In this perspective, the research was carried out on the challenges faced by the teachers in the practice of a conscious practice regarding the linguistic variation in the classroom, which is possible knowing sociolinguistic theories and receiving pedagogical support. Thus, this study had a general objective to reveal the challenges encountered by the teacher of Portuguese Language in the teaching exercise when teaching the mother tongue through a sociolinguistic approach, considering the input received from the teaching network. It is based on Variationist Sociolinguistics (Labov, 2008) and Bortoni-Ricardo Educational Sociolinguistics (2004, 2005 and 2008). To achieve what I proposed, I outlined four specific objectives for more detailed verification of the object studied, they are: 1) Identify the profile of the elementary school teacher; 2) To verify if the teacher has sociolinguistic knowledge to work with the teaching of the Portuguese Language in face of linguistic variations; 3) Find out if the teacher receives pedagogical and documentary contribution of the educational network to his pedagogical practice in dealing with linguistic diversity; 4) Check if the pedagogical and documentary contribution of the educational network presents a sociolinguistic approach. This research aimed to analyze the pedagogical and documentary contribution offered by the Municipal Secretariat of Manaus, in this case, the Portuguese Language Curriculum Proposal from the 6th to the 9th year and the Continuing Education Plan. In addition to the documents analyzed, two questionnaires were applied and interviews were conducted with six Portuguese-speaking teachers from three different locations, two teachers from rural area, two from urban-center área and two from urban-periphery zone. In the results, I found that one of the main challenges faced by teachers, besides the need for a continuous education that meets the real needs and issues related to the Curricular Proposal is the theoretical fragility, because in some speeches still surrounds the myth of " Right and wrong ", instead of talking about the appropriate and inadequate, as well as confusion between variation of record and dialectal variation, or to relate linguistic variation only to regional differences. I noticed that normative grammar is still traditionally taught, including those interviewed with more linguistic and sociolinguistic knowledge. / O ensino de Língua Portuguesa tem sido motivo de discussão há décadas, mas apesar de toda a mudança que ocorreu (ou deveria ocorrer), o debate em torno da qualidade do ensino, das dificuldades dos alunos e da formação de professores ainda não cessou. Neste trabalho, trago algumas considerações pertinentes ao se analisar essa situação, mas detenho meu olhar ao professor, principalmente em relação à formação acadêmica, à formação continuada e ao aporte pedagógico e documental recebido da instituição para a sua prática pedagógica, no que tange à diversidade linguística e ao ensino de português. Nessa perspectiva, foi realizada uma pesquisa sobre os desafios enfrentados pelos professores para o exercício de uma prática consciente diante da variação linguística em sala de aula, o que é possível conhecendo as teorias sociolinguísticas e recebendo suporte pedagógico. Dessa forma, este estudo teve como objetivo geral revelar os desafios encontrados pelo professor de Língua Portuguesa no exercício docente ao ensinar a língua materna por meio de uma abordagem sociolinguística, considerando o aporte recebido da rede de ensino. Tem como base a Sociolinguística Variacionista (Labov, 2008) e a Sociolinguística Educacional Bortoni-Ricardo (2004, 2005 e 2008). Para alcançar o que me propus, delineei quatro objetivos específicos para verificação mais detalhada do objeto estudado, são eles: 1) Identificar qual o perfil do professor do ensino fundamental; 2) Verificar se o professor tem conhecimento sociolinguístico para o trabalho com o ensino da Língua Portuguesa diante das variações linguísticas; 3) Averiguar se o professor recebe aporte pedagógico e documental da rede de ensino para a sua prática pedagógica ao lidar com a diversidade linguística; 4) Conferir se o aporte pedagógico e documental da rede de ensino apresenta uma abordagem sociolinguística. Esta pesquisa se propôs a analisar o aporte pedagógico e documental oferecido pela Secretaria Municipal de Manaus, no caso, a Proposta Curricular de Língua Portuguesa do 6º ao 9º ano e o Plano de Formação Continuada. Além dos documentos analisados, foram aplicados dois questionários e realizadas entrevistas com seis professores de Língua Portuguesa de três localidades distintas, sendo duas professoras de uma escola da zona rural, duas da zona urbana-centro e duas da zona urbana-periferia. Nos resultados, constatei que um dos principais desafios enfrentados pelas professoras, além da necessidade de uma formação continuada que atenda as reais necessidades e questões relacionadas à Proposta Curricular é a fragilidade teórica, pois em alguns discursos ainda rodeia o mito do “certo e errado”, em vez de se falar no adequado e inadequado, bem como confusão entre variação de registro e variação dialetal, ou ainda relacionar a variação linguística somente às diferenças regionais. Percebi que a gramática normativa ainda é ensinada tradicionalmente, inclusive pelas entrevistadas com maior conhecimento linguístico e sociolinguístico